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All Journal EduReligia : Jurnal Pendidikan Agama Islam EDUKASI
Mahamadaree Waeno
Fatoni University, Pattani
Religion Humanities Education Social Sciences Other

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Strengthening Students' Islamic Character Education at SMK Jamiyyatul Aulad Palabuhanratu by Cultivating Morals, Ethics and Culture U Abdullah Mu'min; Malihah Al Azizah; Budi Munawar Khutomi; Mahamadaree Waeno
EDUKASI: Jurnal Penelitian Pendidikan Agama dan Keagamaan Vol. 23 No. 1 (2025): EDUKASI: Jurnal Penelitian Pendidikan Agama dan Keagamaan
Publisher : Badan Litbang dan Diklat Kementerian Agama RI

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32729/edukasi.v23i1.2166

Abstract

Islamic character education plays a crucial role in shaping the noble morals and personality of students, particularly in vocational schools. The cultivation of moral, ethical, and cultural values based on Islamic teachings is an effective approach to strengthening student character education. This study aims to examine the application of the concept of moral, ethical, and cultural cultivation in reinforcing Islamic character education at SMK Jamiyyatul Aulad. A qualitative approach with an analytical descriptive method was employed, with data collected through observations, interviews, and documentation, and analyzed using thematic analysis. The results of this study indicate that integrating Islamic moral and ethical cultivation into both learning and extracurricular activities enhances students' awareness of the importance of good morals, discipline, responsibility and mutual respect. Islamic culture, reinforced through daily practices such as congregational prayers (salah), dhuha prayers and social activities, further strengthens the implementation of character education at the school. This study concludes that by integrating Islamic values into the curriculum, exemplifying these values through teachers, habituating religious activities, and involving parents and the community, students can internalize and practice Islamic moral, ethical, and cultural values in their daily lives, thereby enhancing their overall well-being.
ISLAMIC DIGITAL LITERACY AND STUDENT CHARACTER: A COMPARATIVE EVALUATION ACROSS MAJORITY AND MINORITY SCHOOL CONTEXTS Ferdinan Ferdinan; Nurul Fadilah; Dina Wulandari; Tri Sutyaningsih; Mahamadaree Waeno
EDURELIGIA: Jurnal Pendidikan Agama Islam Vol 10, No 1 (2026)
Publisher : Nurul Jadid University, Paiton Probolinggo, East Java

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33650/edureligia.v10i1.15774

Abstract

This study aimed to evaluate and compare the institutional readiness, instructional practices, and student Islamic digital character formation between Muslim-majority and Muslim-minority school contexts using Stake’s Countenance Model. Using Stake's Countenance Model, the study examined antecedents, transactions, and outcomes through a convergent mixed-methods evaluation design involving 20 Islamic education teachers and 80 students. Data were collected through student questionnaires, classroom observations, semi-structured interviews, document analysis, and student digital portfolios. Quantitative data were analysed descriptively using aggregate mean scores, while qualitative evidence was used to interpret institutional, pedagogical, and contextual patterns. Both schools demonstrated strong support for Islamic digital literacy through different pathways. SMP Unismuh Makassar showed stronger formal curriculum-based value integration, whereas Phatnawitya School showed stronger teacher agency and contextual adaptation in a Muslim-minority environment. Student outcomes indicated positive school-supported tendencies in responsibility, self-control, honesty, information verification, ethical communication, creative digital da’wah, and avoidance of harmful content. The study contributes to integrative Islamic education by demonstrating how Islamic values, digital competence, character formation, and contextual pedagogy can be connected within one evaluation framework. The findings remain descriptive and school-contextual and should not be interpreted as evidence of causal or long-term behavioural change.
Co-Authors Budi Munawar Khutomi Dina Wulandari Ferdinan Ferdinan Malihah Al Azizah Nurul Fadilah Tri Sutyaningsih U. Abdullah Mumin